Millward Brown’s BrandZ survey results for 2011 contained no fewer than 12 Chinese companies in the top 100 most valuable in the world. No mean achievement, but for Chinese companies to remain dominant in an increasingly open domestic marketplace and to succeed internationally, the country needs to produce more managers who have the skills and knowledge for business expansion.

　　明略行(Millward Brown) 2011年BrandZ全球最具價(jià)值品牌百?gòu)?qiáng)排行榜上的中國(guó)企業(yè)不下12家。成績(jī)斐然，但中國(guó)企業(yè)要想在日益開(kāi)放的國(guó)內(nèi)市場(chǎng)上保持主導(dǎo)地位并在國(guó)際上取得成功，中國(guó)需要培養(yǎng)更多具備商業(yè)擴(kuò)張知識(shí)和技能的經(jīng)理人。

　　Yet there is a dearth of Chinese managerial talent, especially on the international stage.

　　然而，中國(guó)欠缺管理人才，尤其是在國(guó)際舞臺(tái)上。

　　What can business education in China offer to fill this yawning gap? Nearly all of the 100 or so universities in China appear to have a business or management school not too dissimilar to those of the west. However, it is only the top 10 per cent of these institutions that have made serious attempts to replicate the western business school learning experience and its more modern business school curriculum.

　　要填平這道鴻溝，中國(guó)商學(xué)院教育可以做些什么？中國(guó)大約有100所大學(xué)開(kāi)設(shè)了商學(xué)院或管理學(xué)院，看起來(lái)幾乎全都與西方商學(xué)院差別不大。但其中只有排在前10%的院校在認(rèn)真效仿西方商學(xué)院的學(xué)習(xí)經(jīng)驗(yàn)及其更加現(xiàn)代的商學(xué)院課程。

　　But, even at these leading Chinese business schools, the learning environment falls some- what short of that at comparable US institutions. This is despite the fact that many Chinese schools have brought in world-renowned academics.

　　然而，即使是在這些頂尖的商學(xué)院里，學(xué)習(xí)環(huán)境多少也是趕不上同類美國(guó)院校的，盡管許多中國(guó)商學(xué)院都延攬了世界知名學(xué)者。

　　Although finance and economics will always play a key role in business education, business and management today are more about communication, creativity, teamwork and cultural understanding, with decision making increasingly based on judgment and intuition and less on rational, analytic, quantified outcomes.

　　雖說(shuō)金融和經(jīng)濟(jì)學(xué)將始終在商學(xué)院教育中占據(jù)關(guān)鍵地位，但如今的商業(yè)和管理更著重于溝通、創(chuàng)造、團(tuán)隊(duì)合作與文化理解，決策越來(lái)越依據(jù)于判斷和直覺(jué)，而不像以往那么依賴于理性、分析性和定量考量。

　　Business education in China therefore, needs to place people-oriented skills and cross-cultural management ability at the heart of most programmes. This means going beyond placing modules such as the management of change and entrepreneurship at the core of a programme.

　　因而，中國(guó)商學(xué)院教育需要把以人為本的技能和跨文化管理能力作為大多數(shù)課程的核心內(nèi)容。這意味著不再只是把改革管理和創(chuàng)業(yè)才能等內(nèi)容作為課程重點(diǎn)。

　　There also needs to be a fundamental change in the teaching approach, especially where Chinese teachers are concerned. Organisational and consumer research in today’s volatile world favours qualitative (focus group, depth interview) rather than quantitative (structured questionnaire) techniques, yet Chinese business schools still focus on quantitative research and advanced statistical analyses far too much.

　　教學(xué)方法也需要根本變革，特別是中國(guó)教師。在當(dāng)今這個(gè)多變的世界，組織學(xué)和消費(fèi)者研究更加側(cè)重定性分析（重點(diǎn)群體、深度訪談），而非定量分析（結(jié)構(gòu)式調(diào)查問(wèn)卷），然而，中國(guó)的商學(xué)院依然過(guò)多地把重點(diǎn)放在定量研究和高級(jí)統(tǒng)計(jì)分析上。

　　Even though leading Chinese business schools have sent their academics to top US schools and have tried to replicate the US business education model, typically with a 20-30 page case study, far too little critical analysis and feisty in-class debate and discussion takes place. In typical western business schools a presentation merely whets the appetite of the argumentative and eager students watching. While the professor taking the class sees it as their responsibility to generate critical assessment and feedback. The end of the formal presentation is just the beginning as the team then starts to defend whatever arguments, judgments and decisions it proposed. Students learn so much more during heated debate and disagreement. Such a learning environment helps develop communication, team building and general managerial skills, as well as detailed knowledge.

　　中國(guó)頂尖的商學(xué)院派遣學(xué)者到美國(guó)院校取經(jīng)，試圖復(fù)制美國(guó)商學(xué)院的教育模式（其特點(diǎn)是案例分析通常長(zhǎng)達(dá)二三十頁(yè)），但盡管如此，批判性的分析和激烈的課堂辯論在中國(guó)卻少之又少。在一般的西方商學(xué)院，教師的講演不過(guò)是為了激起勤奮、好爭(zhēng)辯的學(xué)生的興趣。授課教授把激發(fā)批判性意見(jiàn)和反饋視為己任。他們正式講演的結(jié)束才是一個(gè)真正的開(kāi)始，因?yàn)閳F(tuán)隊(duì)接著就開(kāi)始為自己提出的論點(diǎn)、看法和決策進(jìn)行辯護(hù)。學(xué)生們?cè)诎谉峄霓q論和爭(zhēng)執(zhí)中受益匪淺。這樣的學(xué)習(xí)環(huán)境有利于培養(yǎng)溝通能力、團(tuán)隊(duì)合作精神和一般的管理技能、以及詳實(shí)的知識(shí)。

　　Chinese academics need to be shown how to generate a lively, critical thinking, learning environment. In my experience, Chinese business students, when asked if they have any questions, appear shy and retiring. There is rarely a totally right or totally wrong answer for most business and management case study analyses and therefore, plenty of opportunity to air opinions.

　　中國(guó)學(xué)者需要領(lǐng)略的是，如何創(chuàng)造一個(gè)活躍、具有批判性思維、充滿學(xué)術(shù)氣氛的環(huán)境。根據(jù)我的個(gè)人經(jīng)驗(yàn)，中國(guó)商學(xué)院的學(xué)生在被問(wèn)到是否有問(wèn)題時(shí)，總是表現(xiàn)得靦腆而害羞。在大多數(shù)商業(yè)和管理案例分析中，很少有完全正確或完正錯(cuò)誤的答案，因而存在大量表達(dá)觀點(diǎn)的機(jī)會(huì)。

　　Chinese academics hold the key. They need intensive training in order to develop an ability to generate a lively, almost electric learning environment, in which students are empowered to challenge each other at all times and feel comfortable and confident when taking on their own professor.

　　關(guān)鍵在于中國(guó)的教師。他們需要強(qiáng)化培訓(xùn)，以期具有能力創(chuàng)造活躍、幾乎是刺激的學(xué)習(xí)環(huán)境。在這種環(huán)境中，學(xué)生們無(wú)時(shí)無(wú)刻不在相互挑戰(zhàn)，即使和自己的教授意見(jiàn)對(duì)立也能坦然、自信地應(yīng)對(duì)。

　　It is time for business education in China to follow the rest of Chinese society and move into the 21st century. An initial influx of western academics whose sole responsibility is to observe and then tutor leading Chinese academics is the urgently needed first step in what may be a long road.

　　中國(guó)商學(xué)院教育應(yīng)盡快跟上中國(guó)社會(huì)其它方面的腳步，踏進(jìn)21世紀(jì)。這可能是一段漫長(zhǎng)的路程，亟需的第一步便是大量引入西方學(xué)者，而他們唯一的責(zé)任是觀察、繼而輔導(dǎo)中國(guó)的優(yōu)秀教師。